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Program Components/
Course Requirements

A. Specialty Area :

SYC 6409, 6410, 6411 School Assessment I, IL, III (3,3,3)

SYC 7992, 7993 School Internship II, IV (3,3)

SYC 6402 Intervention and Consultation (4)

SYC 6413. Human Clinical Neuropsychology and
Brain Dysfunction (3)

SYC 6440 Individual and Group Counseling
Theory (2)

SYC 6441 = Individual and Group Counseling Theory
and Practice (1)

SYC 6404 Issues in School Psychology (3)

SYC 6452 Emotional Problems of Childhood (3)

SYC 6994 Seminar for School Psychology
racticum (3)

SYC 6950 ~~ Practicum: Therapeutic Approaches With
Children (3)

SYC 6951 ~Practicum in Psychoeducational
Assessment (3)

SYC 6475 ~Personality Theory (3)

B. Core Courses

SYC 6427 Advanced Principles of Learning (3)
SYC 6430 Statistics and Research Design (3)
SYC 6432 Statistics Laboratory (0)

SYC 6995.? Thesis (3)

SYC 6996 = Thesis (3)

C. Professional Education"Required Options
Students select at least one course from each of the
following areas (9 semester hours):

1. Educational Administration and Supervision
EDAD 6406 Elementary School Administration (3)
EDAD 6409 Secondary School Administration (3)
*EDAD 6483 School Law (3)
EDAD 7460 Advanced Public Relations (3)

2. Elementary and Secondary Education

ELEM 6415 Techniques of Teaching in Elementary
Schools (3)

SEED 6415 Techniques of Teaching in High
Schools (3)

ELEM 6425 Elementary School Curriculum (3)

*SEED 6424 Foundations and Curriculum
Development (3)

3. Special Education/Reading/Counseling
*SPED 6101 Introduction to Learning
Disabilities (3)
SPED 620 Methods/ Materials for Teaching
Learning Disabled Children (3)
COED 5370 Introduction to Counseling and
Human Services (3)

School Psychology Program
Sequence of Courses and Critical Events

Year | " Fall

SYC 6440
SYC 6430
SYC 6427
SYC 6409

Individual/Group Counseling Theory (2)
Statistics and Research Design (3)
Advanced Principles of Learning (3)
School Assessment I (3)

¢ Acquire faculty thesis director, preferably by fall break

Spring
SYC 6431

or
CSCI 5774

SYC 6410
SYC 6441

SYC 6950

Design and Analysis (3)

rogramming for Research (3)

(fulfills foreign language/research
requirement)

School Assessment II (3)

Individual and Group Counsel Theory /
ractice (1)

ractical Therapy Approach with
Children (3)

¢ Begin research and/or study toward speciality examination in
school psychology

¢ Sign up for and complete the general comprehensive
examination in psychology (learning and statistics/research

design)

¢ Begin literature review/research on MA thesis

Summer Session!

SYC 6475
SYC 6413

ersonality Theory (3)
Human Clinical Neuropsychological/Brain
Dysfunction (3)

© Approval of thesis proposal by thesis committee
P prop

Summer Session Il
Education Electives (6)

¢ Submit draft copy of thesis proposal to thesis adviser

Year 2" Fall

SYC 6402
SYC 6951

SYC 6994
SYC 6995

Intervention/Consultation Techniques for
School Psychology (4)

racticum in Psychoeducational

Assessment (3)

Seminar for School Psychology Practicum (2)
Thesis (3)

¢ Complete specialty examination
© Continue research and literature review on thesis

Spring

SYC 6411 School Assessment III (3)

SYC 6404 Issues in School Psychology (3)

SYC 6452 Emotional Problems of Childhood (3)
SYC 6996 = Thesis (3)

¢ Apply for provisional certification after completing thesis and
summative comprehensive examinations
¢ Begin and conclude search for internship facility

Summer Session |
Education Elective (3)

Year 3 " Fall
SYC 7992 School Internship III (3)

¢ Apply for and pass NTE School Psychology Examination
¢ Apply for graduation at end of spring semester

Spring
SYC 7993 School Internship IV (3)

¢ Apply for permanent certification with NC-DPI
¢ Apply for licensing examination with NCSBEPP, if desired

School Psychology Internship

The school psychology internship is a 1200-hour full-time
supervised professional experience designed to give
school-psychologists-in-training a comprehensive set of
controlled activities, tasks, and responsibilities related to
the competent provision of psychological services in a
school setting. Ideally, the experience will reflect activities
related to psychological services for children in both regu-
lar and special education settings. One-third of the in-
volvement will be in the regular education system and
two-thirds in special education.

Graduate internship responsibilities are gradually broad-
ened to offer students the opportunity to use an increas-
ing array of skills acquired through formal graduate
study. Such skills include, but are not limited to, personal-
ity assessment, parent interviewing, assessment of low-
incident disabled youngsters, individual and group coun-
seling, social skills training, research, program
development, leader training, and systems analysis /orga-
nization as related to the delivery of educational and
sychological services to children.

Overview

The Department of Psychology at East Carolina Univer-
sity offers both an MA and a CAS (certificate of advanced
study) in school psychology. Students are admitted with
the understanding that they will pursue both degrees
simultaneously. The MA and the CAS allow students to
be certified as school psychologists in North Carolina, to
qualify for licensure as psychological associates, and to be
certified and licensed in many other states.

The program has been designed to provide a strong
combined applied and theoretical background in assess-
ment (intelligence, early childhood, and personality),
intervention and consultation (group and individual
therapy), and professional studies (issues in school
sychology, professional ethics, foundations of educa-
tion). In addition, the department requires that all
students demonstrate a basic knowledge of statistics,
learning, and research design.

Students who have an MA in school psychology or a
closely related field of psychology may be considered for
admission to the CAS program without completing the
MA requirements at ECU. Students may also pursue the
MA degree without obtaining the CAS, but they will be
limited to working situations in which certification is not
required.

The school psychology program requires a minimum of
60 semester hours of work (40 for the MA and 20 for the
CAS) plus the language requirement, which typically
adds another 3 semester hours of computer or statistical
work. The 60 semester hours include a 1200-hour full-
time internship, a thesis (6 semester hours), and approxi-
mately 48 semester hours of course work. The program is
NCATE approved and designed to meet the training
guidelines established by the National Association of
School Psychologists.

Admission

Admission to the program is contingent upon meeting all
requirements of the ECU Graduate School and being
recommended by the graduate admissions committee of
the Department of Psychology. A completed application
will include a Graduate School application; a Department
of Psychology basic information sheet; GRE verbal,
quantitative, and advanced test scores; complete college
transcripts; and a minimum of two letters of recommen-
dation (at least one from a psychologist). Applications
should be made by March 1 for admission for the fall
semester, but applications are accepted throughout the
year.

A combination of GRE scores, grade-point average, and
references is used in making admission decisions.
Students accepted by the program typically have
combined GRE scores of 1000 and a cumulative GPA

above 3.0. Exceptionally high GRE scores or GPA may
compensate for lower performance on other criteria.

All graduate students are required to have a common core
of undergraduate psychology courses in introductory
sychology, psychological statistics, experimental psychol-
ogy, learning, personality, physiological psychology, and
tests and measurements. Students may be admitted with
deficiencies, but these must be met by appropriate under-
graduate courses that will not count toward the masterTs
degree.

Faculty

Larry M. Bolen, EdD (University of Georgia, 1975), NCSP,
Associate Professor; psychometrics, creativity, locus of con-
trol, attention deficit disorders, and learning disabilities.

Cathy W. Hall, PhD (University of Georgia, 1982), NCSP,
Assistant Professor; childhood depression, attention deficit
disorders, preschool assessment and intervention, imple-
mentation of interventions for children in regular education
settings, and cognitive characteristics of learning disabled
students.

Raymond E. Webster, PhD (University of Connecticut 1978),
NCSP, Professor and Director of the School Psychology
Training Program; human information processing, teacher-
student interactions in the classroom, clinical neuropsychol-
ogy, emotionally disturbed children, and assessment of
academic and intellectual characteristics of atypical learners.

Financial Support

Research assistantships are generally available for appli-
cants. A letter accompanying the application materials indi-
cating the desire and basis for needing financial assistance is
considered an application for an assistantship.

Additional Information
Additional information can be obtained by contacting:

Raymond E. Webster, PhD

School Psychology Program Director
Department of Psychology

East Carolina University

Rawl Building

Greenville, NC 27858-4353
Telephone: 919-757-6202

East Carolina University is committed to equality of educational opportunity and does
not discriminate against applicants, students, or employees based on race, color,
national origin, religion, sex, age, or handicap. Moreover, East Carolina University is
open to people of all races and actively seeks to promote racial integration by recruiting
and enrolling a larger number of minority students. An equal opportunity /affirmative
action university, which accommodates the needs of individuals with disabilities.

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